28809519 Grammar Translation Method

8/13/2019 28809519 Grammar Translation Method

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The grammar- translation method offoreign language teaching is one of the

most traditional methods. It was originally used to teach ‘dead’

languages (and literatures) such as Latinand Greek, involving little or no spoken communication or listening comprehension.





To read and translate literarymasterpieces and classics.



A focus on learning the rules of grammar andtheir application in translation passages from one

language into the other Vocabulary in the target language is learned

through direct translation from the nativelanguage. e.g.

the house = la casa

the mouse = el ratÓn



Readings in the target language are translateddirectly and then discussed in the native language.

Grammar is taught with extensive explanations inthe native language, and only later applied in the

production of sentences through translation fromone language to the other. e.g:

Do you have my book? = ………………………….

I don’t know where your book is = ………………….



Students will be able to read literature written inthe target language

Students will be able to translate from onelanguage to another

It Helps students to develop reading and writingskill



To help students read and appreciate foreign

language literature

Students can become more familiar with the

grammar of their native language also write andspeak their native language better

Helpful for mental exercise



Literary language is superior to the spokenlanguage. Students study literature and fine arts.

Translating each language into each other is animportant goal for learners.

The authority in the classroom is the teacher.

The ability to communicate with the targetlanguage is not among the goals of instruction.



The primary skills to be improved arereading and writing .

Its focus is on accuracy (grammatical correctness)

and not fluency.Error correction: peer correction

Ss should be conscious of thegrammatical rule of the target language.

PRINCIPLES



The structures of the foreign languages are bestlearned when compared and contrast with those ofmother tongue.

It’s important for ss to learn about the form of the

target language. It provides good mental exercise through

memorizing vocabulary.

Deductive application of an explicit grammar ruleis a useful technique. (rule example

PRINCIPLES



1. Translation of a literary passage

› Students will be asked to read a literarypassage and then translate the target

language into their native language

› Translation may be written or spoken

› Translation made by the students can show

that they understand their meaning



Reading comprehension questions› Students answer these questions in the target

language› Answers to the questions may be in the

reading text, or based on the understandingof the students or students’ own experiencesrelated to the text

Antonyms / synonyms› Students were asked to find antonyms in the

reading passage or,

› Asked the students to define a set of wordsbased on their understanding of them asthey occur in the reading passage



Cognates

› Recognize cognates by learning the spelling

or sound patterns that correspond betweenthe language

› Students also asked to memorize words thatlook like cognates but have meanings in the

target language that are different fromthose in the native language

Deductive application of rule

› It is important for students to learn about theforms(grammar rules) of the target language

› Grammar rules are presented with examples

› Students are asked to apply the rules to

examples they are given





Use the words in sentences

›Students are asked to make up sentenceswith the new words they learn in the text

›This technique can show whether studentsreally understand the new words

Composition

›Students are asked to write a composition inthe target language

›The topic is based on some aspect of thereading passage



An effective way for application ofgrammar and sentence structure

Few demands on teachers

Least stressful for students



Wrong idea of what language is

Less learners’ motivation

Create frustration for learners





Its principles have been applied bylanguage teachers for many years.

As a method when the goal of

instruction became learning how to usea foreign language to communicate



No TRANSLATION isallowed!!!



Teachers who use this method intendthat students learn how to communicate

in the target language. Students shouldlearn to think in the target language.

The teacher and the students are morelike partners in the teaching and learning

process.



Students need to associate meaningand the target language directly.

The initiation of the interaction goes bothways, from teacher to students and from

students to teacher, although the latter isoften teacher-directed.

Language is primarily spoken, not written.



Vocabulary is emphasized overgrammar.

The students native language should notbe used in the classroom.

Student are asked to use the languagenot to demonstrate their knowledge

about the language.

The teacher, employing various

techniques, tries to get students to self-correct whenever possible.



Reading aloud – students take turnreading sections of a passage etc out

loud.

Question and answer exercise – Studentsare asked questions and answer in full

sentences so that they practice with newwords and grammatical structure.





Fill in the blank exercise – no explicitgrammar rule would be applied

Dictation – three steps. 1) teacher readsit at a normal speed, students just listen.

2) teacher reads phrase by phrase,pausing long enough to allow students

to write down what they have heard. 3)

teacher reads at normal speed, studentscheck their work.



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28809519 Grammar Translation Method